T  X 


UC-NRLF 


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BULLETIN 

OF  THE 

UNIVERSITY  OF  TEX  AS 

No.  348 


B316-816-2m 


EXTENSION  SERIES  NO.  55 


JULY  20,  1914 


Seasonable  Fruits  and  Their  Uses 

PREPARED  BY  THE 

DIVISION  OF  HOME  WELFARE 

(SECOND  IMPRESSION) 


Published  by  the  University  six  times  a  month  and  entered  as 

second-class  matter  at  the  postoffice  at 

AUSTIN,   TEXAS 


)C 


The  benefits  of  education  and  of 
useful  knowledge,  generally  diffused 
through  a  community,  are  essential 
to  the  preservation  of  a  fr«*e  gov- 
ernment. 

Sam  Houston. 

Cultivated  mind  is  the  guardian 
genius  of  democracy.  .  .  .  It  is  the 
only  dictator  that  freemen  acknowl- 
edge and  the  only  security  that  free- 
men desire. 

Mirabeau  B.  Lamar. 


SEASONABLE  FRUITS  AND  THEIR  USES 


APPLES,   CRANBERRIES.— DRIED   FRUITS— PRUNES. 
RAISINS,  FIGS,  DATES. 

These  lessons,  as  stated  in  the  previous  bulletin,  are  prepared 
especially  to  meet  the  problems  of  the  rural  school  where  the  lack 
of  space,  equipment,  and  adequately  trained  teacher,  and  prac- 
tically no  funds,  make  it  impossible  to  give  systematic  training 
in  the  study  and  preparation  of  foods.  They  are  not  offered  as 
a  substitute  for  such  training ;  on  the  contrary,  their  very  limita- 
tions will,  doubtless,  create  a  demand  for  better  facilities  and 
more  definite  work.  But  it  is  hoped  that  these  lessons  will  prove 
an  incentive  to  every  school  using  them,  to  extend  and  strengthen 
the  work,  so  that  the  country  girl  may  have  the  same  opportunities 
for  definite  home  training  enjoyed  by  many  of  the  girls  in  the 
city  today. 

If  the  teacher  is  really  interested  in  the  subject,  and  prepares 
the  lesson  carefully  from  the  suggestions  outlined  and  presents 
it  in  an  interesting  way  to  the  pupils,  they  will  get  a  general  and 
fairly  intelligent  knowledge  of  the  source  of  the  best  known  and 
most  commonly  used  foods.  They  should  also  be  able  to  prepare 
and  serve  wholesome  and  attractive  dishes ;  and,  by  the  knowledge 
obtained  of  food  values  and  combinations,  be  able  to  assist  at  home 
in  the  preparation  and  serving  of  wholesome,  nutritious  meals. 
They  should  also  be  able  to  serve  a  hot  nutritious  dish  at  the  school 
noon  luncheon  at  a  minimum  expenditure  of  time,  labor  and 
money.  But  above  all,  if  the  teacher  studies  the  subject  carefully 
herself,  she  will  be  able  by  careful  correlation  with  related  subjects 
to  place  the  training  for  home-making  in  the  child 's  mind  on  the 
same  educational  plane  as  other  courses  in  the  school  curriculum. 
This  will  do  much  to  help  rid  the  child's  mind  of  the  generally 
prevailing  idea  that  home  work  is  menial,  and  is  to  be  shirked  and 
avoided  as  such.  On  the  contrary,  systematized  knowledge  will 
dignify  it  and  raise  it  from  a  mere  menial  occupation  to  a  dignified 
profession. 


4  Bulletin  of  the  University  of  Texas 

SEASONABLE    FRUITS 

Fruits  are  one  ofl  our  most  important  and  popular  foods.  Dur- 
ing the  spring  and  summer,  we  have  a  large  variety  to  choose 
from.  Berries,  melons,  figs,  peaches,  pears,  and  grapes  come  to- 
gether, or  succeed  each  other  in  rapid  succession.  With  the 
coming  of  the  winter  months,  however,  the  varieties  become  fewer 
and  fewer,  until  at  last  we  fall  back  upon  the  most  popular  one 
in  the  fruit  world,  the  apple.  The  cranberry,  too,  is  regarded  as 
a  staple  winter  fruit,  and  the  Tranksgiving  turkey  is  never  con- 
sidered complete  without  its  invariable  accompaniment  of  cran- 
berry saucei  or  jelly. 

Dried  and  evaporated  fruits  are  also  popular  during  the  winter 
months.  Probably  the  most  nutritious  and  the  best  known  of 
these  are  the  evaporated  apples,  peaches,  apricots,  and  dried  figs, 
dates,  raisins,  and  prunes.  There  are  numberless  ways  of  serving 
these  fruits — in  fact,  there  is  a  book  entitled  "One  Hundred 
Ways  of  Serving  the  Apple. ' '  A  few  practical  recipes  which  can 
be  used  advantageously  in  the  school  and  in  the  home  are  given 
in  this  bulletin. 

REFERENCES 

Hutcheson,  "Food  and  Dietetics,"  pp.  253-259. 

Fisher  &  Williams,  "Elements  of  the  Theory  and  Practice  of 
Teaching  Cookery,"  pp.  226-236. 

U.  S.  Department  of  Agriculture,  Farmers'  Bulletin  291,  "The 
Evaporation  of  Apples." 

WHAT  THE  TEACHER  SHOULD  KNOW 

1.  How  to  review  the  principles  of  the  last  lesson. 

2.  How  to  relate  the  new  work  to  the  old. 

REVIEW  OF  THE  POTATO 

Principal  food  value — starch. 

How  the  best  method  of  cooking  was  determined,  i.  e.,  by  find- 
ing out  the  characteristic  properties. 

Eeview  the  tests  used  in  determining  properties,  i.  e. : 

1.  Grating  potato. 

2.  Liquid  containing  white  sediment — starch. 


Seasonable  Fruits  and  Their  Uses  5 

3.  Starch  mixed  with  cold  water  to  see  if  it  would  dissolve. 

Result.     Conclusion.     Starch  will  not  dissolve  in  cold 
water. 

4.  Starch  and  water  boiled.     Result,  thick,  soft  mass;  more 

palatable  than  raw  starch,  also  more  digestible. 

All  food  must  be  dissolved  and  reduced  to  a  liquid  by  the  diges- 
tive juices  before  they  can  nourish  the  body.  Kaw  starch  is  not 
dissolved  by  the  digestive  juices.  To  make  starch  digestible  it 
must  be  thoroughly  cooked. 

Cooking  softens  the  woody  fiber  (review  fiber  of  potato)  sur- 
rounding the  starch  grains  and  releases  them  so  they  can  be 
thoroughly  cooked  and  become  available  for  food. 

NEW  KNOWLEDGE 

Potatoes  are  not  the  only  foods  containing  starch.  All  grains 
have  a  large  amount.  The  most  important  grain  is  wheat  because 
it  is  used  so  generally  for  bread-making.  We  have  only  to  look 
at  a  slice  of  bread  made  from  this  grain  to  tell  that  it  contains 
starch. 

Some  fruits  also  contain  starch,  though  the  majority  contain 
a  larger  amount  of  sugar.  While  starch  and  sugar  do  not  re- 
semble each  other  very  much  in  appearance  and  taste,  they  have 
the  same  use  in  the  body,  i.  e.,  furnishing  heat  and  energy. 

A  simple  test  for  starch  is  tincture  of  iodine.  Dilute  a  few 
drops  in  cold  water,  and  drop1  a  little  of  this  mixture  on  any  food. 
If  it  contains  starch  the  iodine  will  turn  it  blue.  Have  the  pupils 
test  potatoes,  apples,  and  any  other  foods  at  hand  for  starch. 

Fruits  are  usually  classed  under  two  heads:  flavor  fruits  and 
food  fruits. 

Flavor  fruits  contain  more  than  80  per  cent  water.  Their  prin- 
cipal food  is  sugar>  which  varies  from  five  and  one-half  to  ten  and 
one-half  according  to  the  fruit  and  to  the  mineral  salts.  The 
mineral  salts  make  the  food  particularly  valuable,  as  they  are 
essential  in  keeping  the  blood  and  other  parts  of  the  body  in  a 
healthful  condition.  (Apples  and  cranberries  are  excellent  ex- 
amples of  flavor  fruits.) 

Food  fruits  contain  more  than  20  per  cent  of  solids,  and  possess 
considerable  nutritive  value.  The  banana  is  a  typical  food  fruit. 


6  Bulletin  of  the  University  of  Texas 

Dried  fruits  contain]  a  large  per  cent  of  sugar.  Dried  figs  have 
about  50  per  cent.  They  also  contain  other  valuable  foods  be- 
sides sugar.  Weight  for  weight,  they  contain  more  nourishment 
than  bread.  Prunes,  raisins,  and  dates  are  among  the  best  known 
of  our  dried  fruits. 

Digestibility  of  fruits  depends  largely  upon  their  ripeness. 
Ripe  fruit  is  much  more  wholesome  and  more  easily  digested 
than  green. 


1.  To  teach  the  value  of  fruit  as  a  food. 

a.  From  a  nutritive  standpoint. 

b.  To  give  variety  to  the  diet. 

2.  To  teach  attractive,  wholesome,  and  economical  methods  of 

preparing  fruits. 
.3.     To  emphasize  correlation  with  related  subjects. 

WHAT  THE  PUPILS  SHOULD  KNOW 

1.  Compare  the  apple  and  the  potato  in  size,  shape  and  gen- 
eral appearance.     Which  is  the  most  attractive?     Why?     Fruit 
doesn't  benefit  the  plant  as  directly  as  the  potato  from  which  the 
new  plant  sprouts  and  draws  nourishment.     It  is  meant  to  serve 
as  a  bait  to  the  birds  and  insects ;  they  are  attracted  by  the  bright 
colors  and  delicious  odors  to  cat  the  fruit,  and  they  liberate  the 
seed  in  so  doing.     The  seed,  if  they  fall  on  fertile  soil,  take  root 
and  grow,  and  in  this  way,  nature  continues  their  propagation. 

2.  a.     Grate  the  apple  just  as  the  potato  was  grated — compare 

and  discuss  results. 

b.  Put  a  drop  of  tincture  of  iodine  on  a  small  piece  of 

potato — note  results. 

c.  Repeat  (b)  using  the  apple  instead  of  potato — compare 

with  (b). 

d.  Boil  some  of  the  water  drained  from  the  apple  pulp — 

compare  result  with  similar  experiment  made  with 
the  potato.  Does  the  apple  contain  starch? 

e.  Taste   the   raw  -apple,    raw   potato — compare   flavors. 

Judging  from  the  taste  which  food  does  the  apple 
contain  which  the  potato  does  not?  Sugar.  Sugar 
is  the  chief  food  in  apples,  and  with  few  exceptions 
all  other  fruits. 


Seasotiable  Fruits  and  Their  Uses  1 

USE  OF   SUGAR  AND  STARCH  IN  THE  BODY 

Sugar  and  starch  are  called  fuel  foods'  and  have  about  the 
same  use  in  the  body.  They  both  furnish  heat  and  energy.  They 
have  much  the  same  relation  to  the  body  that  coal  has  to  the  engine 
or  gasoline  to  the  automobile.  Has  the  apple  any  other  flavor 
besides  sweetness?  It  is  sour  also.  The  sour  taste  denotes  the 
presence  of  acid,  so  apples  are  not  only  sweet  but  acid  as  well. 
The  acids  are  quite  as  valuable  as  the  sugars,  although  they  do 
not  give  heat  and  energy.  They  belong  to  the  valuable  mineral 
salts.  They  help  to  keep  the  blood  healthful,  and  have  various 
other  uses  in  the  body  besides,  such  as  forming  of  bone  and  muscle. 
On  examining  the  apple  you  find  a  fiber  similar  to  that  of  the 
potato.  When  the  apple  is  cooked  this  fiber  is  softened  just  as 
it  was  in  the  potato.  You  know  how  much  softer  a  baked  apple 
is  than  a  fresh  apple.  When  this  fiber  is  softened,  it  is  much 
more  easily  digested.  Test  cranberries,  prunes,  and  any  other 
dried  fruits  on  hand  with  iodine.  (A  number  of  pupils  in  the 
class  may  be  asked  to  bring  a  small  amount  of  one  of  the  various 
fruits  mentioned  for  experimental  purposes.)  Taste  these  fruits. 
How  do  they  compare  in  sweetness,  in  moisture?  What  would 
be  your  conclusion  as  to  their  composition  and  their  comparative 
nutrition?  Each  pupil  should  be  required  to  write  up  each  of 
these  experiments  carefully,  and  some  time  during  the  month 
should  have  a  written  lesson  or  examination  on  them. 

SUGGESTIVE    CORRELATION 

1.  Geography. — Discuss   soil   and   climate   adapted   to   fruit 
growing,  and  the  principal  fruit  growing  countries.     Methods 
of  drying  and  packing  prunes,  raisins,  figs,  etc. 

2.  Nature  Study. 

a.  Distinction  between  fruit  and  vegetables. 

b.  Study  of  birds  and  insects  which  help  to  distribute 

seeds. 

3.  Physiology. — The   digestive  organs  and  the  digestion   of 
starch  and  sugar. 

4.  Arithmetic. 

a.     Calculate  the  amount  of  water  in  apples.    Method: 
Weigh  -fresh  apple,  cut  in  slices  one-eighth  inch  in 


8  Bulletin  of  the  University  of  Texas 

thickness,  arrange  slices  on  trays  or  clean  boards* 
and  cover  them  with  net  or  cheese  cloth  to  protect 
from  flies  and  other  insects.  Put  the  tray  in  the 
open  sunshine  every  day  on  the  opposite  side  from 
the  road  to  avoid  all  the  dust  possible.  When 
thoroughly  dried,  weigh  again. 

b.  Estimate  the  per  cent  of  water  present  in  apples. 

c.  How  many  pounds  of  fresh  apples  would  it  take  to 

make  a  pound  of  dried  apples? 

d.  What  would  be  the  cost  of  a  pound  of  home  dried 

apples  ?  What  is  the  difference  in  the  price  between 
them  and  the  dried  apples  bought  at  the  store  ? 

5.  Drawing. — Draw  apple  from  nature  and  color  with  crayons. 

6.  History. — Review  the  apple  in  history. 

a.  Sacred  history,  story  of  "The  Forbidden  Fruit." 

b.  The  Roman  conquest  of  the  Britons  and  the  intro- 

duction by  them  of  the  apple  into  England.  Its 
place  in  English  history. 

c.  The  apple  in  America. 

7.  English. 

a.  Note-book  work  as  in  potato  lesson. 

b.  Composition  on  the  apple. 

c.  Story  telling,  mythological  stories,   Halloween  and 

other  folk-lore  tales. 

8.  Spelling. — New  words  connected  with  the  lesson  and  their 
definition. 

CONSTRUCTIVE  WORK 

a.  Wooden  trays  with  handles  for  drying  apples,  or  screened 

boxes. 

b.  Making  of  simple  cooking  aprons  and  sleeve  protectors. 

HISTORY  OF  THE  APPLE 

The  apple  dates  back  to  the  very  dawn  of  history.  It  has 
been  frequently  called  the  "fruit  of  discord,"  as  so  many  un- 
happy disasters  in  history  and  legend  have  been  connected  with 


Seasonable  Fruits  and  Their  Uses  9 

it.  All  are  familiar  with  the  fall  of  Adam  and  Eve,  and  the 
apple  is  usually  supposed  to  have  been  forbidden  fruit.  The 
decision  of  Paris  which  brought  about  the  famous  Trojan  War 
again  brings  the  apple  into  history. 

The  apple  is  frequently,  but  wrongly  supposed  to  be  a  native 
of  England.  There  was  a  native  variety,  but  it  was  small  in  size, 
about  the  size  of  a  small  hazel  nut  and  inferior  in  flavor.  The 
Roman  conquerors  brought  a  superior  variety  with  them  when 
they  conquered  the  Britons — they  having  received  it  from  the 
Orient.  Henry  VIII  was  especially  fond  of  apples,  and  his 
gardener  cultivated  extensive  orchards.  Many  tales  are  related 
of  his  love  for  the  fruit.  Shakespeare  frequently  referred  to 
apples  as  "pippins."  so  called  because  they  are  raised  from  the 
"pip"  or  seed.  Cider  seems  to  have  been  first  made  in  England, 
and  was  for  many  years  a  national  beverage. 

The  apples  were  introduced  into  New  England  by  the  early 
settlers.  It  took  very  kindly  to  its  new  home,  and  its  cultiva- 
tion spread  from  colony  to  colony  as  the  country  grew.  So  de- 
licious were  the  Albermarle  pippins  of  Virginia'  their  fame  spread 
across  the  waterj  to  the  very  ears  of  the  king  himself,  and  a  yearly 
tribute  of  them  was  exacted  for  the  royal  table. 

At  present,  over  two  thousand  varieties  are  known.  The  apple 
enjoys  much  the  same  popularity  in  the  fruit  world  which  the 
potato  does  in  the  vegetable  world.  It  stands  packing  and  trans- 
portation to  great  distances,  and  has  splendid  keeping  qualities. 
It  may  be  stored  for  months  without  deterioration  or  loss  of 
flavor.  It  also  lends  itself  to  an  endless  variety  of  dishes,  and 
for  this  reason  it  is  particularly  valuable  to  housekeepers.  One 
recipe  book,  as  has  been  said  before,  contains  over  one  hundred 
recipes  for  using  apples. 

SOME   MYTHS   AND   LEGENDS   OF   THE   APPLE. 

Scandinavian.— The  apple  was  the  favorite  fruit  of  the  Scandi- 
navian gods,  who  ate  it  when  they  found  themselves  growing  in- 
firm in  body  and  mind. 

Greek. — Atlanta  was  told  by  a  fortune  teller  that  if  she  ever 
married  it  would  be  her  ruin,  consequently,  she  fled  from  men 
and  devoted  all  her  time  to  the  chase.  But  the  fame  of  her 
beauty  traveled  abroad,  and  many  suitors  came  to  woo  her.  So 


10  Bulletin  of  the  University  of  Texas 

that  she  might  be  rid  of  them,  she  announced  that  she  would  wed 
the  one  who  could  conquer  her  in  a  race,  but  defeat  would  mean 
death  to  the  contestant.  Despite  the  hard  conditions,  many 
swains  entered  the  contest.  Hippomenes  was  appointed  judge  of 
the  race,  but  when  he  saw  how  beautiful  Atlanta  was  he  decided 
to  enter  the  contest  himself,  and  appealed  to  Venus  to  help  him. 
This  she  did  by  giving  him  three  golden  apples.  The  race  began 
and  Atlanta  soon  began  to  gain  upon  him.  He  threw  one  of  the 
apples  in  her  path  and  she  paused  to  pick  it  up.  But  when  she 
saw  he  was  outdistancing  her,  she  increased  her  speed  and  threat- 
ened to  go  ahead  of  him.  Again  he  threw  an  apple,  and  as  be- 
fore, she  paused  to  get  it,  and  he  shot  ahead.  The  third  time  she 
was  abreast  of  him  and  he  threw  the  remaining  apple  off  to  one 
side.  She  hesitated  a  moment,  and  then  wrent  out  of  the  path  to 
secure  it,  and  this  gave  Hippomenes  such  an  advantage  that  he 
won  the  race — and  a  bride. 

The  Golden  Apples  of  Hesperides. — Hercules  was  the  strongest 
man  the  world  had  ever  seen.  Notwithstanding,  he  was  obliged 
to  serve  his  cousin,  who  set  him  twelve  labors  to  perform.  The 
most  difficult  of  these  labors  was  to  bring  the  golden  apples  from 
the  garden  of  Hiesperides.  The  goddess  Juno  had  received  these 
apples  as  a  present  at  her  marriage,  and  she  had  placed  them  in 
the  care  of  the  daughters  of  Hesperis,  who,  with  the  help  of  an 
ever  watchful  dragon,  guarded  them  eternally. 

Hercules  did  not  know  where  the  garden  of  Hesperides  was, 
and  had  no  idea  where  to  look  for  it,  but  he  decided  to  seek  help 
of  Atlas,  father  of  the  Hesperides  maids.  After  many  adven- 
tures, he  found  Atlas  standing  on  the  top  of  a  high  mountain, 
his  head  and  shoulders  buried  in  the  clouds  above,  for  he  was 
upholding  the  heavens  on  his  shoulders.  This  he  was  compelled 
to  do  by  the  gods  as  punishment.  Hercules  explained  his  mission, 
and  after  some  discussion,  Atlas  agreed  to  go  himself  for  the 
apples  if  Hercules  would  hold  up  the  heavens  while  he  was  gone. 
He  consented  and  after  some  time  Atlas  returned  with  the  cov- 
eted fruit,  but  he  had  enjoyed  his  freedom  so  much,  he  decided 
to  let  Hercules  continue  to  support  the  skies.  By  a  ruse,  how- 
ever, Atlas  was  again  given  his  burden.  Hercules  asked  him  to 
take  the  weight  for  a  moment  so  he  could  take  a  more  comfort- 
able position.  Atlas,  all  unsuspecting,  assumed  his  accustomed 


Seasonable  Fruits  and  Their  Uses  11 

burden,  and  Hercules  picked  up  the  apples  and  walked  off  with 
them  leaving  poor  Atlas  to  his  endless  task.  (Find  out  the  other 
eleven  tasks  of  Hercules.) 

RECIPES. 

Most  of  these  recipes  are  planned  for  six  people,  but  can  be 
increased  to  any  desired  proportions. 

APPLE  SAUCE. 

Pare  sour  apples  as  for  stewing.  Put  them  in  a  saucepan  with 
enough  water  to  keep  them  from  burning,  add  one  cupful  of 
sugar  to  six  or  eight  apples.  Cook  till  the  apple  is  soft,  stirring 
or  beating  to  make  it  smooth.  If  the  apples  lack  flavor,  cook  an 
inch  of  stick  cinnamon  or  five  or  six  cloves  with  them. 

BAKED    APPLES. 

Wash  and  core  large,  sound,  sweet  apples ;  put  them  into  an 
earthern  or  enameled-ware  baking  dish.  Put  one  tablespoonful 
of  brown  sugar  into  each  cavity,  and  pour  boiling  water  into 
the  dish,  one-half  cupful  for  each  eight  apples.  Bake  until  soft, 
frequently  dipping  over  the  apples  the  syrup  that  forms  in  the 
pan.  Serve  cold  with  cream  or  milk.  If  the  apples  are  thick- 
skinned,  pare  them  (after  coring,  that  they  may  not  be  broken 
by  knife  or  corer.)  If  they  lack  flavor,  add  a  little  lemon  juice 
and  cinnamon  to  the  sugar,  one  teaspoonful  of  lemon  juice  and 
one-fourth  teaspoonful  of  cinnamon  to  one-fourth  cupful  of 
sugar. 

SCALLOPED    APPLES. 

One  small  baker's  stale  loaf,  one-fourth  cup  butter,  one  quart 
sliced  apples,  one-fourth  cup  sugar,  one-fourth  teaspoon  grated 
nutmeg,  grated  rind  and  juice  of  one-half  lemon. 

Cut  loaf  in  halves,  remove  soft  part,  and  crumb  by  rubbing 
through  a  colander;  melt  butter  and  stir  in  lightly  with  fork; 
cover  bottom  of  buttered  pudding  dish  with  crumbs  and  spread 
over  one-half  the  apples  sprinkled  with  one-half  of  the  sugar, 
nutmeg,  lemon  juice,  and  rind  mixed  together ;  repeat  cover  with 


12  Bulletin  of  the  University  of  Texas 

remaining  crumbs,  and  bake  forty  minutes  in  mod^-nte  oven. 
Cover  at  first  to  prevent  crumbs  browning  too  rapily.  Serve 
with  sugar  and  cream. 

BREAD    AND    BUTTER    APPLE    PUDDING. 

Cover  bottom  of  a  shallow  baking  dish  with  apple  sauce.  Cut 
stale  bread  in  one-third  inch  slices,  spread  with  softened  butter, 
remove  crusts,  and  cut  in  triangular  pieces ;  then  arrange  closely 
together  over  apple.  Sprinkle  generously  with  sugar,  to  which  is 
added  a  few  drops  of  vanilla.  Bake  in  a  moderate  oven  and  serve 
with  cream. 

APPLE  TAPIOCA. 

Three-fourths  cup  pearl  or  Minute  tapioca,  cold  water,  two 
and  one-half  cups  boiling  water,  one-half  teaspoon  salt,  seven 
sour  apples,  one-half  cup  sugar. 

Soak  tapioca  one  hour  in  cold  water  to  coyer,  drain,  add  boil- 
ing water  and  salt ;  cook  in  double-boiler  until  transparent.  Core 
and  pare  apples,  arrange  in  buttered  pudding  dish,  fill  cavities 
with  sugar,  pour  over  tapioca,  and  bake  in  moderate  oven  until 
apples  are  soft.  Serve  with  sugar  and  cream  or  cream  sauce. 
Minute  tapioca  requires  no  soaking. 

CRANBERRY    SAUCE. 

Wash  and  pick  over  the  cranberries  and  be  careful  to  remove 
all  stems.  Measure  the  berries  and  place  them  in  a  graniteware 
saucepan  with  one-half  as  much  sugar  and  one-fourth  as  much 
water  as  you  have  berries.  Let  them  come  to  a  boil  and  after- 
ward boil  ten  minutes,  covered,  if  possible,  and  with  only  suffi- 
cient stirring  to  prevent  boiling  over.  Strain,  cool  and  serve. 
They  may  also  be  served  without  straining,  if  preferred. 

Cranberry  jelly  may  be  made  in  the  same  way  and  strained 
through  double  cheese  cloth.  It  is  better,  however,  to  strain  the 
juice  before  adding  the  sugar,  then  to  boil  the  juice  and  add  the 
sugar,  as  in  ordinary  jelly  making.  Any  good  cranberry  sauce 
will  usually  form  into  a  jelly  on  cooling. 

(Let  the  pupil  explain  why  a  graniteware  saucepan  should  be 
used  and  why  fruit  should  be  stirred  with  a  wooden  or  silver 
spoon.) 


Seasonable  Fruits  and  Their  Uses  13 

The  preparation  of  dried  fruits  may  be  illustrated  by  the  cook- 
ing of  stewed  prunes  or  apricots,  which  are  very  similarly  pre- 
pared. Do  not  add  too  much  sugar.  Why  is  it  impossible  to  give 
definite  directions  for  the  amount  of  sugar? 

STEWED  PRUNES. 

Wash  the  prunes  with  care  and  let  them  soak  in  fresh,  clean 
water  for  several  hours.  Cook  them  in  this  water  until  nearly 
tender,  then  add  a  little  sugar.  Cook  again  until  the  prunes  have 
absorbed  the  sugar  and  are  entirely  tender,  then  cool  and  serve. 
A  slice  of  lemon  may  be  cooked  with  them,  if  desired. 

STEWED  APRICOTS. 

Wash  the  apricots  carefully  and  let  them  soak  in  fresh  water 
until  they  are  tender.  Cook  them  in  the  same  water  in  which 
they  have  been  soaked.  Cook  them  gently  for  a  long  time,  as  it 
brings  out  the  flavor  better.  When  nearly  done,  taste  and  add 
sugar  as  may  be  needed.  (Use  about  two  tablespoonfuls  to  one 
pint  of  apricots.)  Cook  until  the  sugar  has  been  dissolved  and 
the  apricots  are  entirely  tender. 

If  the  sugar  is  cooked  with  the  fruit  from  the  beginning,  it 
tends  to  make  the  fruit  tough.  Why  cook  prunes  or  apricots  in 
the  water  in  which  they  were  soaked? 

Apples  are  one  of  the  most  abundant  fruits  and  are,  perhaps 
on  that  account,  scarcely  appreciated.  Baked,  in  earthenware 
or  graniteware  dishes,  with  the  cores  removed,  they  are  a  dish 
fit  for  a  king.  They  may  be  cooked  similarly  in  a  saucepan, 
where  the  process  may  be  watched. 

NORWEGIAN    PRUNE   PUDDING. 

One-half  pound  prunes,  two  cups  cold  water,  one  cup  sugar, 
one  inch  piece  stick  cinnamon,  one  and  one-half  cups  boiling 
water,  one-third  cup  corn  starch,  one  tablespoon  lemon  juice. 

Pick  over  and  wash  prunes,  then  soak  one  hour  in  cold  water, 
and  boil  until  tender;  remove  stones,  obtain  meat  from  stones 
and  add  to  prunes ;  then  add  sugar,  cinnamon,  boiling  water,  and 


14  Bulletin  of  the   University  of  Texas 

simmer  ten  minutes.  Dilute  corn  starch  with  enough  cold  water 
to  pour  easily,  add  to  prune  mixture,  and  cook  five  minutes ;  re- 
move cinnamon,  mould,  then  chill,  and  serve  with  cream. 

BAKED  BANANAS. 

1.  Choose  sound  ripe  bananas ;  cut  about  three-fourths  of  an 
inch  off  of  each  end,  and  bake  in  an  earthern  or  enamel-ware 
baking  dish  for  thirty  minutes.     Slit  open  the  skin,  and  eat  the 
banana,  which  should  be  sweet  and  juicy,  with  a  fork  or  spoon. 

2.  Remove  bananas  from  skins,  lay  in  a  baking  dish,  sprinkle 
with  granulated  sugar,  and  pour  a  little  cold  water  into  the  dish. 
Bake  in  a  hot  oven  until  tender.     Serve  for  breakfast,  or  with 
lemon  sauce  for  dessert. 

STEAMED   CRANBERRY  PUDDING. 

One-half  cup  butter,  one  cup  sugar,  three  eggs,  three  and  one- 
half  cups  flour,  one  and  one-fourth  tablespoons  baking  powder, 
one-half  cup  milk. 

Cream  the  butter,  add  sugar  gradually,  and  eggs  well  beaten ; 
mix  and  sift  flour  and  baking  powder  and  add  alternately  with 
milk  to  first  mixture,  stir  in  berries,  turn  into  buttered  mould, 
cover,  and  steam  three  hours.  Serve  with  thin  cream,  sweetened 
and  flavored  with  nutmeg. 


DEPARTMENT  OF  EXTENSION 

Edwin  Du  Bois  Shurter,  Ph.  B.,  Acting  Director  of  the  Depart- 
ment. 
Sam  C.  Polk,  Secretary  of  the  Department. 


Division  of  Correspondence  Instruction: 

Leonidas  Warren  Payne,  Jr.,  Ph.  D.,  Head  of  the  Division. 
W.  Ethel  Barron,  Registrar  of  the  Division. 


Division  of  Child  Welfare : 

Alexander  Caswell  Ellis,  Ph.  D.,  Head  of  the  Division. 


Division  of  Home  Welfare: 

Mary  E.  Gearing,  Head  of  the  Division. 
Gertrude  Louise  Blodgett,  B.  S.,  Lecturer. 
Franc  B.  Hancock,  M.  A.,  Lecturer. 
Minerva  Lawrence,  B.   S.,  Lecturer. 


Division  of  Public  Discussion : 

Edwin  Du  Bois  Shurter,  Ph.  B.,  Head  of  the  Division. 
Morgan  Vining,  A.  B.,  LL.  B.,  Assistant  Director  of  the 

Interscholastic  League. 
Edwin  Sue  Goree,  Extension  Librarian. 


Division  of  Public  Lectures  and  Publicity : 

John  Avery  Lomax,  M.  A.,  Head  of  the  Division. 


Division  of  Public  School  Improvement : 

Raymond  George  Bressler,  M.  A.,  Head  of  the  Division. 
Edward  Everett  Davis,  B.  A.,  Lecturer. 
Amanda  Stoltzfus,  L.  I.,  Lecturer. 
Newman  Leander  Hoopingarner,  M.  A.,  Manager  of 
Exhibits. 


Division  of  Public  Welfare : 

George  Simon  Wehrwein,  B.  S.,  Head  of  the  Division. 


Manufactured  by 

GAYLORD  BROS.  Inc. 

Syracuse,  N.  Y. 

Stockton,  Calif. 


THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


